Articles

The Role of Institutional Support in Shaping Entrepreneurial Mindset Among College Students: An Empirical Analysis

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The development of an entrepreneurial mindset among college students has become increasingly important in the context of changing employment patterns, technological advancement and the growing significance of innovation and self-employment. Higher educational institutions can contribute to entrepreneurial development by providing appropriate education, training, mentoring, encouragement, practical exposure and entrepreneurial facilities. Against this background, the present study examines the role of institutional support in shaping the entrepreneurial mindset among college students, with special reference to SAFI Institute of Advanced Study. The study is based on primary data collected from 100 college students through a structured questionnaire. The study focuses on two major constructs: institutional support and entrepreneurial mindset. Institutional support is examined through entrepreneurship education, training and skill development, mentoring and guidance, institutional encouragement and environment, and infrastructure and entrepreneurial facilities. Entrepreneurial mindset is assessed through opportunity recognition, creative thinking, entrepreneurial confidence, calculated risk-taking and interest in entrepreneurship as a career. Percentage analysis, dimension-wise analysis and Pearson’s correlation coefficient are employed for data analysis. The findings indicate that students have a generally favourable perception of institutional support, with institutional encouragement and environment receiving the highest level of agreement at 71.3%, while infrastructure and entrepreneurial facilities record the lowest at 58.7%. The overall entrepreneurial mindset records an agreement level of 73%. The study highlights the importance of strengthening practical exposure, formal mentoring, incubation facilities and entrepreneurial networking to create a stronger entrepreneurial ecosystem within higher education institutions.

The Relationship between New Media Literacy and Social Media Addiction Among University Personnel

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This study examines the relationship between new media literacy and social media addiction among university personnel. Designed as a quantitative study using correlational survey and causal-comparative designs, it included 237 academic and administrative staff members at Istanbul Gelisim University. Data were collected with the New Media Literacy Scale and the Social Media Addiction Scale and analyzed using Mann–Whitney U, Kruskal–Wallis H, and Spearman rank-order correlation. Findings show that participants had high new media literacy levels, while social media addiction scores clustered toward the upper end of the scale range. Significant differences emerged in functional consumption by gender, in selected dimensions by age and education level, and in most new media literacy dimensions by the most frequently used platform. The most notable result was a strong positive relationship between total new media literacy and total social media addiction scores (r = .806; p < .001). These findings suggest that digital competence does not automatically ensure controlled use.

From Transparency to Accountability: A Review of Measurement Approaches in Vietnamese Higher Education

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Accountability has become a central condition of university autonomy, yet it is often measured through its most visible component: publicly available information. This critical narrative review examines how accountability has been conceptualised and measured in higher education and considers the implications for Vietnam during the transition from Circular 36/2017/TT-BGDDT to Circular 09/2024/TT-BGDDT. The review synthesises scholarship on higher education governance, public accountability, quality assurance, performance measurement, and transparency assessment, together with Vietnamese legal and empirical literature. It distinguishes transparency from the wider accountability relationship, compares five measurement families, and identifies recurring validity problems involving proxy indicators, attribution, composite scores, and compliance-oriented behaviour. The Vietnamese policy transition sharpens disclosure requirements by introducing a mandatory annual report, a specific publication deadline, an update rule, a five-year retention period, and an explicit clarity criterion. However, stronger disclosure rules do not by themselves demonstrate answerability, stakeholder dialogue, correction, or organisational learning. To address this gap, the article proposes a three-layer measurement direction: information existence, timeliness, and substantive information quality. The framework supports reproducible web-based assessment while preserving a clear inferential boundary between disclosure compliance and accountability as a broader governance process. The review concludes that Vietnam needs longitudinal, evidence-based measurement that combines document audits with process and stakeholder evidence if regulatory transparency is to develop into meaningful public accountability.

Research Skills and Degree Completion Efficiency: A Diagnosis of the Obstacles to Graduation by Thesis

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The expansion in the number of options for obtaining a professional degree at Mexican universities has not translated into an improvement in students’ scientific output. On the contrary, indicators show a gradual decline in the choice of the thesis over standardized examinations, amid an ongoing debate about the usefulness of degree-qualifying projects given the lengthening of graduation times and the delayed entry into the labor market. This article analyzes the socioeconomic, personal, pedagogical, and methodological problems that students of the Bachelor’s program in Communication and Media at the Universidad Autónoma de Nayarit (UAN) face when developing their thesis. Using a quantitative approach and a descriptive cross-sectional design, a questionnaire was administered to a sample of 78 eighth-semester students. The results reveal a contradiction: although the curriculum includes five consecutive research courses, 71.7% of the student body prefers to graduate through the EGEL-CENEVAL examination because they regard it as a faster process. Meanwhile, the 17.8% who consider writing a thesis face long working hours (91%), a lack of accessible advising (73.1%), and a theory-based form of teaching that does not translate into practical scientific-writing skills. It is concluded that the lag stems from factors related to pedagogical and institutional support; therefore, restructuring the research courses into production-workshop formats is proposed.

Application of Artificial Intelligence (AI) in Learning among Pre-service Teachers at Thu Dau Mot University: Current Status, Opportunities, and Challenges in the Context of Digital Transformation

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In the context of digital transformation in higher education, artificial intelligence (AI) is increasingly being utilized by pre-service teachers to support their learning. This study aims to analyze the current status, opportunities, and challenges of AI application at Thu Dau Mot University. A mixed-methods approach was employed, including a survey of 412 students and semi-structured interviews with 3 lecturers, 2 administrators, and 5 students.

The findings indicate that AI is widely used for information retrieval, learning support, and content generation, thereby enhancing learning effectiveness, fostering self-directed learning, and enabling personalized learning processes. However, several challenges remain, including over-reliance on technology, insufficient information evaluation skills, and risks related to academic integrity.

Based on these findings, the study proposes several recommendations to improve the effective integration of AI in teacher education, contributing to meeting the demands of digital transformation in higher education.

A Conceptualized Framework of Ethical and Responsible Use of Artificial Intelligence Tools in Higher Education Ecosystem

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This study presents results of a systematic literature review (SLR) of the responsible use of artificial intelligence (AI) tools in higher education, identify patterns of ethical and irresponsible use, and propose a conceptual framework for predicting ethical AI adoption. Following PRISMA guidelines, was conducted on 60 peer-reviewed studies published between 2022 and 2026, sourced from Google Scholar. Studies were mapped against four research questions addressing AI tools used, their applications, reported unethical practices, and predictive modelling approaches. Results reveal that general AI, generative AI tools, and large language models dominate higher education contexts, primarily deployed for personalized learning, academic work, and teaching. Irresponsible practices were documented in one-third of studies, including academic integrity breaches (13.33%), algorithmic bias,  and privacy violations. Critically, no existing study developed a real-time predictive model capable of monitoring ethical AI use, despite four studies demonstrating predictive modelling capabilities for other purposes. This study addresses a significant gap by proposing a novel conceptual framework that integrates AI tool deployment, user behaviour, governance measures, and predictive analytics to forecast ethical outcomes. The framework provides higher education institutions with a pathway toward data-informed, proactive governance of AI technologies.

The Role of Technical Drawing in Enhancing Vocational Skills within Higher Education Programs (A Case Study of the Civil and Hydrotechnical Departments, Construction Faculty, Jawzjan University)

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Technical drawing is a fundamental component of engineering and technical education, serving as an essential foundation for engineers, architects, and vocational professionals. It plays a critical role in developing spatial thinking, graphical literacy, and vocational competencies required for effective learning and professional practice in technical fields. This study aims to examine the importance of technical drawing in higher education curricula and its role in enhancing vocational skills and spatial cognition among university students. The research is applied in purpose and adopts a descriptive–analytical design. The statistical population consists of 70 undergraduate students enrolled in 2025 from the Industrial Construction, Civil Engineering, and Hydrotechnical Construction departments of the Faculty of Construction at Jawzjan University. Data were collected through educational document analysis and structured questionnaires, and subsequently analyzed using descriptive statistics and graphical representations. The findings reveal that prior exposure to geometry, trigonometry, and other graphical subjects at the secondary school level, as well as achieving high scores in the national university entrance examination (Kankor), significantly influence students’ performance in technical drawing courses. Students with adequate graphical preparation demonstrate stronger learning outcomes, while those lacking such preparation face noticeable difficulties. Moreover, the results indicate that technical drawing education contributes substantially to the improvement of vocational skills, spatial thinking, and students’ engagement in practical activities. The study concludes that effective instruction in technical drawing plays a vital role in enhancing the quality of technical and vocational education. The integration of modern educational technologies, along with strengthening students’ foundational knowledge before entering higher education, significantly improves learning outcomes. Therefore, technical drawing should be regarded as a core subject in technical curricula and continuously updated to meet the demands of the contemporary technological era.

Theoretical Issues in Developing Scientific Research Competence in Higher Education

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In the context of higher education reforms oriented toward competency development and the strengthening of research elements in academic training, developing scientific research competence among students has become an urgent requirement. Engagement in scientific research activities enables students to cultivate scientific thinking, self-directed learning abilities, and creativity. This paper analyzes fundamental theoretical issues related to the development of scientific research competence for students in higher education. Based on a synthesis of domestic and international studies, the article clarifies key theoretical aspects, including the definition and structure of scientific research competence, major theoretical approaches to competence development, and factors influencing the formation and enhancement of students’ scientific research competence. The findings contribute to theoretical foundations for guiding instructional design and building academic environments that promote research-oriented thinking in contemporary higher education.

Adaptive Work Discipline in the Digital Era: The Roles of Work Climate, Job Satisfaction, and Work Culture in Higher Education Institution

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The transformation of work landscapes due to digitalization and post-pandemic dynamics demands organizations, including higher education institutions, to create a conducive, satisfying, and positive work environment in order to support employee discipline. This study aims to analyze the influence of work climate, job satisfaction, and work culture on the work discipline of employees at Pancasakti University, Tegal. This quantitative research involved a population of 139 employees, with a sample of 58 respondents selected through proportional random sampling. Primary data were collected using a Likert-scale questionnaire and analyzed with multiple linear regression. All data processing and statistical analyses were conducted using SPSS version 23. The results indicate that work climate, job satisfaction, and work culture significantly influence work discipline, both partially and simultaneously, contributing 83.1% to the variance of work discipline. These findings emphasize the importance of improving work climate, enhancing job satisfaction, and strengthening work culture as strategies for promoting employee discipline in higher education institutions, especially in the context of flexible and technology-based work practices.

The Impact of AI on The Learning Habits of HEI Students

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The old paradigms of education are being disrupted as a result of the growing incorporation of artificial intelligence (AI) technology into higher education institutions (HEIs). The purpose of this study is to evaluate the influence that artificial intelligence-driven tools and platforms, such as adaptive learning systems, intelligent tutoring systems, automated feedback mechanisms, and AI-based content recommendation engines, have on the behaviour of students who are enrolled in higher education institutions. The research finds major changes in students’ study behaviours, time management, and learning preferences. This is accomplished via the use of a mixed-methods approach, which combines quantitative surveys and qualitative interviews with undergraduate and postgraduate students from a wide range of academic fields. The findings indicate a trend towards learning experiences that are more personalized, autonomous, and on-demand. This transition is made possible by the ability of artificial intelligence to analyse individual learning patterns and present information that is suited to those patterns. An over dependence on artificial intelligence, a decrease in critical thinking, and digital exhaustion are some of the concerns that are brought to light by the study. The final section of the study emphasises the importance of integrating artificial intelligence in a way that is balanced, so that it may improve learning outcomes while maintaining cognitive engagement and academic integrity.